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Education
Leading
5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.

Explainer
Culture
Film & TV
Identity
8 min read

The old stories that shaped the Superman we know today

How much messiah is there in the Man of Steel?

Giles Gough is a writer and creative who hosts the God in Film podcast.

A film crew read old comics on set.
Superman's stars and director research.
Warner Bros.

This month is sure to leave cinemagoers vibrating with excitement as we see the long-awaited release of James Gunn’s Superman film, starring David Corenswet as the titular last son of Krypton and Rachel Brosnahan as Lois Lane.  

If the trailer is anything to go by, the film is going to be leaning into some of the more whimsical aspects of the character, which may well be a reaction against the darker, grittier interpretation we saw in Zack Snyder’s Man of Steel, Batman vs. Superman and Justice League films. Snyder was depicting a Superman with genuine pathos, one that emphasised the messiah parallels of a man with god-like abilities. Snyder may have leaned into the ‘Superman-as-God’ angle, but he didn’t invent that perspective. In fact, it’s an aspect that may well have been there from the very beginning.  

So, before we watch the new film and once again believe a man can fly, let’s dive into his background and see how much messiah there is in the Man of Steel.   

The first thing that we’re going to focus on is the idea of Superman as a Jewish superhero. I would love to say that I was the first person to spot this, but I am at best, the 6,289th person to spot this particular parallel. But it’s definitely not talked about enough. Jerry Siegel and Joe Shuster were both Jewish European immigrants. Like Stan Lee at Marvel some twenty years later, they probably understood the feeling of looking the same, but being treated differently by people. Similarly, Kal-El looks just like a normal human man, but is anything but. There is a reason that the comic book industry at this time appears to have so many Jewish creatives in it, and that’s because the anti-Semitism of mid-twentieth century America created a strong barrier to getting any more prestigious jobs. You need to remember that at this point comic books and comic book creators were not considered special or valuable in any way. These days, a person would need to be exceptionally talented and phenomenally well connected to get a foot in the door at DC or Marvel. Whereas at that time, a high school education and the ability to write or draw were enough to get you a decent spot. Jewish people were not able to get jobs in advertising or publishing, and no one was really bragging about their work in comics. Comics back then were treated like they were disposable, like collecting newspapers. That’s why getting hold of a copy of something like Action Comics #1 or Detective Comics #27 (the first appearances of Superman and Batman respectively) is so rare. It would just not occur to anyone to keep a copy.  

But the more we look at Superman, the more Jewish parallels we see. Let’s look at Moses, one of the most central figures in Judaism, who is also a key figure in Christianity.  

Many of you will be familiar with Moses’s ‘origin story’. At the time of the story, the Hebrews are enslaved in Egypt, and the Pharaoh was controlling the population by killing every Hebrew baby boy at birth. So, the mother of one boy places her baby in a basket and hides him in the reeds along the banks of the Nile. The boy’s older sister watches over him from a distance. The basket is spotted by the daughter of the Pharaoh as she is going down to bathe. She speaks to the baby’s older sister, who cunningly offers the baby’s own mother as a wet nurse without revealing her parental connection. The Pharaoh’s daughter agrees and decides to raise him as her own son.  

So what we have here is a baby being sent away by their parents from what would almost certainly be total destruction, and death. The baby is found by a prospective parent who then adopts them as their own. That baby then grows up to be the child of two worlds, at some points torn between a dual heritage, but nonetheless able to go on to achieve miraculous things. We are literally one spaceship away from Superman’s origin story.  

Next, let’s consider Superman’s real name. No, not ‘Clark Kent’, I mean his real name; Kal-El. This made-up name sounds similar to some words in Hebrew. For example, the suffix El, means ‘of God’. This has led to some scholars interpreting the name Kal-El as ‘Voice of God’. ‘Clark Kent’ was said to be inspired by explorer William Clark, who along with Meriwether Lewis (‘Lois and Clark’, get it?) were the American explorers who discovered an overland route to the Pacific Ocean. Therefore as well as ‘Superman’, he has one name with significance in Hebrew, and another anglicised name that was a nod to American history. The idea that Superman has a real name and a public name is  another Jewish element. At the time many Jewish people knew that they could be identified, and therefore persecuted, for their name. In Hollywood, ‘Bernard Schwartz’ became ‘Tony Curtis’, ‘Issur Danielovitch Demsky’ became ‘Kirk Douglas’. Even over at Marvel, ‘Stanley Martin Lieber’ became ‘Stan Lee’ (nice one Stan). This is a practise that continues to this day. You may not know the name ‘Natalie Herschlag’, but suffice to say she absolutely killed it as the Mighty Thor.  

It is easy to read Superman as an immigrant’s desire to belong to their adopted society and make a positive contribution to it.

Some of the conscious influences for Superman came from characters like Zorro, or the Scarlet Pimpernel, and was said to be visually inspired by Douglas Fairbanks. But what is interesting is if we think about what things could have unconsciously inspired the creation of Superman. The term ‘Superman’ was used fairly commonly in the twenties and thirties to refer to men doing phenomenal feats. However, if we hearken all the way back to Friedrich Nietzsche’s first reference to the Ubermensche, this has sometimes been translated (quite poorly) into ‘Superman.’ Now, both Siegel and Shuster have denied that Nietzsche was an influence in the creation of Superman, but considering that the ubermensche was such a popular idea in 1930s Nazi Germany at the time, it’s fun to see Superman as a reaction against this. If you imagine that the strongest most powerful man alive is also Jewish, then I imagine Jewish readers might get a kick out of that.  

As Christianity sprang from Judaism, there’s not always a clear delineation in terms of who is important to which religion. Since we’ve covered Moses, we need to look at another Jewish man who caused quite a stir; Jesus. It is not difficult to see the parallels between ‘the last son of Krypton’ and ‘the Son of Man’. Kal-El is sent to earth from another world by his father, to save the human race.  

This parallel is particularly explicit in Russell Crowe’s incarnation of Jor-El in 2013’s Man of Steel when he says:

‘You will give the people of Earth an ideal to strive towards. They will race behind you, they will stumble, they will fall. But in time, they will join you in the sun, Kal. In time, you will help them accomplish wonders’. 

Superman and Jesus are both raised in a humble setting (Clark is raised on a farm and Jesus is raised to be a tektōn, which is often interpreted as a ‘carpenter’ but could just as easily be ‘builder’). Neither Nazareth, nor Kansas were thought to be particularly glamorous places (sorry Kansas!) and yet, both grow up to become the saviour of the world. Superman spends time in his ‘Fortress of Solitude’ to learn from his father, Jesus spends time praying and fasting in the wilderness. Same principle, but very different aesthetic.  

Jesus may have been the messiah, but he was not the kind of messiah high on first century Jewish people’s wish-list. Having been oppressed by the Romans for over 90 years at the time of Jesus’ ministry, the Jewish people were desperate for a messiah and to put it delicately, Jesus was not what most Jewish people were expecting. They expected a warrior, a champion who would throw off the oppressors of the Jewish people.  

So it’s possible to consider that Siegel and Shuster are, in fact, creating the Jewish messiah. Superman uses force, his unrivalled physical strength and power, to protect people. When you consider the first Superman comic came out just before the start of the second world war, it adds real weight to this desire for a mighty protector. In fact, Superman is also compared to Samson, an Old Testament figure who is granted supernatural strength; and this is what the Jewish people were expecting from a messiah. Jesus is not this. He didn’t fight, he didn’t raise rebellions, he didn’t incite violence against the oppressors. His fight was in the form of the ultimate sacrifice. Any hero who dies to save his friends is an automatic Christ parallel right there, and Superman has died more than his fair share.  

When all is said and done, it’s Superman’s unwavering morality, not his physical strength and power, that makes him most like Jesus. Superman is incredibly gentle and peaceful. He doesn’t want to dominate and he tries to avoid violence on the whole. It would take far too long to determine exactly what came from Siegel and Schuster and what has been added in the subsequent decades by other writers. But it is easy to read Superman as an immigrant’s desire to belong to their adopted society and make a positive contribution to it. Along with Batman, Spiderman and Wonder Woman, Superman transcends the comic book universe that he belongs to. He exists in the hearts and minds of every person who once loved him in any iteration, and it’s possible that his influence from the meta-narratives in Judaism and Christianity helped him to be embraced by society at large. Or it could just be the cape and the tights, who knows? 

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